Bloom's Taxonomy of cognitive objectives is one of the best ways to differentiate the curriculum to meet the needs of your students.  Because of its six levels of thinking, Bloom's Taxonomy can provide a framework for planning units that incorporate low to high-level thinking activities.  Therefore, when we use Bloom's Taxonomy as a planning framework we can plan for student thinking at all levels.   

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Nine research-based strategies for the use of classroom teachers seeking to increase their student's achievement levels. Identified by, Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock, these strategies include identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; questions, cues, and advance organizers.

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To differentiate instruction is to design and implement instructional lessons/activities that address the differing abilities and learning styles of students in the same class.  Differentiating instruction maximizes each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.

The Multiple Intelligence Theory suggests that we have nine different kinds of intelligence that reflect different ways of interacting with the world.   Each of us has a unique combination, or profile.  According to Gardner, no two people have any of the nine intelligences in the same exact combination.  The nine intelligence include:  verbal linguistic, logical mathematic, interpersonal, intrapersonal, bodily-kinesthetic, musical -rhythmic, visual-spatial, naturalistic, and existential.

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